During the 2020 COVID-19 lockdowns, one of the primary challenges faced by mathematics educators was maintaining assessment integrity when replacing invigilated assessments with online assessments. These assessments presented students with the opportunity to engage in misconduct in a manner that ordinarily would not exist. This was particularly true when online proctoring tools were not adopted. In this article, I present observations from running online un-invigilated assessments in two first-year calculus-based classes at Edith Cowan University (ECU). I outline the key principles applied in structuring the assessments and identify four styles of question that stood out as being less impacted by misconduct behaviours. I then identify some common indicators of potential misconduct, describe the approaches used to investigate potential breaches, reflect on student responses during misconduct interviews, and highlight an important consideration when establishing panels to review appeals against misconduct decisions in mathematics.